Genres Classification and Generic Structures in The English Language Textbooks of Economics and Islamic Economics in An Indonesian University

LEARN Journal : Language Education and Acquisition Research Network Journal, Volume 13, Issue 1, January 2020
Genres Classification and Generic Structures in

the English Language Textbooks of Economics and Islamic Economics in
an Indonesian University
Ahmad Amin Dalimunte

School of Foreign Languages, Institute of Social Technology
Suranaree University of Technology, Thailand
aldmunthe@gmail.com
Issra Pramoolsook
School of Foreign Languages, Institute of Social Technology
Suranaree University of Technology, Thailand
issra@sut.ac.th
Abstract
Textbooks provide students with models of written scientific literacy and also access to a
wide range of knowledge. However, deconstructing their text structures which has potential
contribution to facilitating students’ reading comprehension receives lack of attention. The
present study is to classify the genres and their generic structures within the textbooks used at
Universitas Islam Negeri, North Sumatra, Indonesia (UIN-SU) for the purpose of teaching
reading Economics and Islamic Economics texts. Data of the study were two textbooks of
Economics and Islamic Economics. Five main genre frameworks based on Systemic Functional
Linguistics (SFL) were used as method of the analysis: Report, Explanation, History, Argument,
and Response genres. In the Economics, 17 genre types including two new ones under four main
genre families of Explanation, Report, Argument, and History were found. On the other hand, in
its counterpart, 25 genre types including 6 new ones under five genre families of History, Report,
Explanation, Argument, and Response were identified. The difference of the key findings
between the textbooks is proposed to be the consequences of the ideological discrepancy to
which the textbooks belong as well as the resource discrepancy from which the two sub-
disciplines of Economics are oriented.
Keywords: genre classification, generic structure, SFL, textbook, Islamic economics
Introduction
The central importance of textbooks in academic life is uncontested. They give learners access to
a wide range of knowledge across disciplines (The United Nations Educational, Scientific and
Cultural Organization, 2009) because they are storage of arranged knowledge and constituting
one amongst the principal means by which the ideas and analytical techniques of a field are
needed. They play a significant part in the learners’ experience and comprehension of a subject
matter by giving a coherently sequenced epistemic map of the disciplinary landscape (Hyland,
2000). Besides building up the ability to read and write, they also promote critical thinking,
autonomy and creativity (UNESCO, 2009). Previous studies show that textbooks very
dominantly structure and guide the instructions in classrooms (Elliot & Woodward, 1990; Stern
& Roseman, 2004). They are central learning medium composed of texts and/or pictures
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intended to realize a particular set of instructive results. They are printed and bound books
including descriptions and directions for facilitating series of learning exercises. They also
provide models of written scientific literacy for learners (Martin, 1993; Hyland, 2000).
Although textbooks serve the key roles and have the crucial pedagogy purposes which
need to be achieved, they are hard to be read by students. One of the difficulties is due to the text
structures aspect (Lee & Spratley, 2010). Texts which constitute the textbooks are organized
through particular structures (Strong et al, 2002). It is formal schemata from which student’s
knowledge of the text structure is derived in order that they are able to engage in top-down
processing strategies, such as predicting and inferencing (Uso-Juan & Flor, 2006). The students’
knowledge of text structure is of importance to facilitate them to predict the major and
supporting ideas, and also the process of making meaning of the text. Knowledge of text
structure has been observed to be especially valuable in helping readers to separate amongst
essential and less significant information and also the organization and recall of information
(Leon & Carretero, 1995). Knowledge of the text structure deals with recognition of the
organization of the whole and top-level text structures. Hence, the absence of awareness to
information organization of the text is expressed as one of factors that prompt understanding
problems. Text structure awareness has been proved to be an effective reading strategy for
reading comprehension enhancement and information recall (Meyer, 1975; McGee, 1982;
Carrell, 1985, 1992; Richgels et al, 1987; Dickson, 1999; Zhang, 2008; Zarrati, Nambiar, &
Maasum, 2014).
The difficulty is, therefore, expected to be overcome if the text structure can be unfolded.
The unfolding of the structure of the texts in the discipline of Economics which is indeed the
ultimate objective of this present research was designed to be carried out by investigating the
configurations of the genres to which the Economics texts belong or through which the texts
were structured. In spite of having the crucial roles on academic, pedagogic, and science world,
textbooks are claimed to be a neglected genre and there is not abundant knowledge regarding
textbooks’ rhetorical organization, relationship to other genres, and disciplinary variations
(Hyland, 2000).
Literature Review
Research which focuses on how to make textbooks accessible for students or to provide benefits
in facilitating the students in reading textbooks, such as unfolding their text structure,
considerably lacks attention. Only a few studies were concerned with how the structures of
science texts in textbooks were unfolded. Unsworth (1995) investigated eighteen texts taken
from textbooks of three fields of science in primary and secondary schools. They were analyzed
to find out both the variation of explanation genre across the school science textbooks and the
linguistic variations within and across the explanation genres. The results showed that schematic
structure potential of Orientation ^ Implication/Deduction Sequences ^ Closure was applicable in
the textbooks across the school levels. The variations across the explanation types were found in
Orientation and Closure stages. At the intermediate level, the Orientation stage was described in
terms of Phenomenon Identification, Phenomenon Background and Explanation Preview. The
Closure stage was described in terms of Conclusion, Extension and Elaboration. The description
of the Implication/Deduction Sequences causes the Explanation types to have varied structures,
such as the Conditions ^ Trigger ^Transformation n elements in the realizational explanations of
coal formation.
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Behnam and Mozaheb (2013) carried out content analysis of three English Language
textbooks in Iranian high schools. They found that Islam as dominant religion in Iran, was taught
indirectly and was an integral to the EFL school textbooks. In the context of Iran as an Islamic
country, the textbooks were found to promote Islamic ideology and its teachings to high school
students.
Parodi (2010) examined the rhetorical organization of 126 university textbooks in the
Spanish language from four disciplines: social work, psychology, industrial chemistry, and
construction engineering. The frequency of macro-moves, moves and steps that occurred in the
level of text segments of those textbooks was counted to see the distinctions among the four
disciplines. The result presented that three macro-moves and ten moves were used in the books
of the four disciplines. The macro-moves are Preamble, Conceptualization and Exercising and
Corollary. Each of the macro-moves has several moves. The macro-move Corollary, for
instance, consisted of three major moves: Solutions and Answers, Specifications and Guidelines.
Nesi and Gardner (2012) is one of the most comprehensive genre analyses in SFL
tradition which explored massive academic texts written by UK university students. However,
the data were university students’ writings retrieved from BAWE (The British Academic Written
English) corpus that are different kind from the data in the vast corpus used in this present
investigation.
Azar (2012) examined twenty-two preface sections of academic textbooks in the areas of
linguistics and applied linguistics in terms of possible move structures and the types of signaling
(i.e. linguistic or textual devices). The results showed that four moves were identified to explain
the different rhetorical purposes used by the textbook writers to create a niche and establish the
importance of the textbooks. The four moves were Establishing the Necessities of the Readership,
Establishing Orientations, Outlining the Scope of the Chapters, and Acknowledging. The linguistics
features which came along with the moves were positive adjectives to show the writers’ attitude
(professional, authoritative, influential, etc.), personal pronouns for self-representation, and
boosters (never, confirm, etc.).
The existing related studies can indicate that there is no previous research carried out in
order to unfold the way texts of Economics in university level under two different paradigms,
perspectives, or approaches are structured. Therefore, this present research could be considered
as the first effort to classify the genres and unfold the generic structure of these two university
textbooks of Economics and Islamic Economics. In order to explore what kind of the genres
along with the structure arranging the texts within the two textbooks, Islamic Economics and
Economics, and to discover whether there are similarities or differences from one Economics to
another, this present study attempts to classify what possible genres that the two Economics
textbooks have and what patterns that they might follow to construct the genres.
Three key research questions are important to be addressed in this present research. They
are as follows
1. What are the genres and their generic structures in the English language textbook of
Economics used by Indonesian students in the State Islamic University of North Sumatera
(UIN-SU), Indonesia?
2. What are the genres and their generic structures in the English language textbook of Islamic
Economics used by Indonesian students in the State Islamic University of North Sumatera
(UIN-SU), Indonesia?
3. What are the similarities and differences of the genres and their generic structures used in the
English Language textbooks of Islamic Economics and those of Economics?
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Method
Data
The data consisted of two target textbooks under the main discipline of Economics. One deals
with Economics which is simply called the Economics whereas the counterpart is Islamic
Economics which is also known as Shari’a Economics. These textbooks were recommended by
teachers of both Economics and Islamic Economics at the Faculty of Islamic Economics and
Business (FEBI) in Islamic State University of North Sumatra, Indonesia as they are used as
teaching resources by the teachers and seem to be compulsory reading for all students under the
faculty. The recommendation was because the textbooks have several advantages for the
students, in particular. Firstly, the textbooks contain richer and deeper substances. The students
can enrich, deepen and broaden their knowledge of their fields. Secondly, the students can
enhance their familiarity with terms in their respective discipline which are mostly in the English
language. Thirdly, the textbooks present more updated matters so that the students can update
their knowledge and will not be left behind from international students. To teachers alone, they
can also take benefits for their professional development. The given textbooks will be very
helpful for them who are writing up new themes or recently occurring issues which are not yet
covered within the existing Indonesian literature. The first textbook entitled Principles of
Microeconomics was authored in 2002 by Gregory Mankiw, Harvard Professor of Economics. It
consisted of 20 chapters with 298 sections and 497 pages with around 247,402 running words.
The second textbook entitled Islamic Economics: A Short History was authored in 2006 by
Ahmed El-Ashker and Rodney Wilson, prominent scholars in Islamic Economics. It was written
in 9 chapters with 223 sections and 429 pages with approximately 179,068 running words. Both
textbooks are quite comparable to be used as the target texts in this present study in terms of the
length of the texts and the subject matters.
Analysis Frameworks and Procedures

In the view of Systemic Functional Linguistics (SFL), genre is referred to as types of text which
present to the audience various contents, purposes, and social contexts (Martin and Rose, 2008)
in the related science fields. SFL scholars widely classify texts into many genres, including
Explanation genres, Report genres, History genres, etc. One major genre (genre family) can be
specifically categorized into several sub-genres. For instance, Explanation genres can be
classified into several sub-categories, such as Sequential Explanation genre, Consequential
Explanation genre, etc. Generic structure is structure of the text which consists of stages by
which the text goes through. Generic structure usually consists of the beginning, middle, and
ending stages (Martin, 1990). Stage means the function or purpose of sentences or paragraphs
which contributes towards the achievement of the social purpose of the text. A stage can be
presented by a single sentence or a long paragraph.
Several major efforts in unfolding the text structure in science textbooks were carried out
at school level through Systemic Functional Linguistics (SFL) approach. James Martin and his
associates, such as Robert Veel, Frances Christie, Caroline Coffin, David Rose, and Beverly
Derewianka through Disadvantaged School Programs conducted in 1992, developed an account
of genre through SFL perspective. These SFL-genre frameworks were selected as the analysis
frameworks of the present research mainly because SFL as genre approach is considered suitable
with the nature of the texts within the textbooks which are the data of the present study. The
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main features of SFL are also found in the characteristics of the textbooks per se: social purpose
of the textbooks along with the presented content matters throughout the texts (Field), the
patterns of how the texts are organized through written language (Mode), and the audience who
is the textbook readers (Tenor). These genre frameworks were also proved by the Sydney School
scholars to be sufficiently workable to unfold and identify the genre types and their structures
within a number of texts in various subjects in the field of science which were taught particularly
in primary and secondary schools.
Genres of Explanation primarily are to account for any events that happened on the basis
of causal relationship.
Table 1. Analysis Framework of Explanation Genres and the Generic Structure Adopted from
Veel (1997), Martin and Rose (2008), and Derewianka and Jones (2012)
No Explanation Genres Generic Structure
1 Sequential Explanation Phenomenon Identification ^ Explanation Sequence
2 Causal Explanation Phenomenon Identification ^ Explanation Sequence
3 Factorial Explanation Phenomenon Identification ^ Factors
4 Theoretical Explanation Statement of Theory ^ Elaborations
5 Conditional Explanation Phenomenon Identification ^ Explanations
6 Consequential Explanation Input ^ Consequences ^ Reinforcement of Consequences
7 Cyclical Explanation Phenomenon Identification ^ Explanations
8 System Explanation Phenomenon Identification ^ Explanations
Genres of Report are mainly to classify and describe the features of entities.
Table 2. Analysis Framework of Report Genres and the Generic Structure Adopted from Martin
and Rose (2008), Rose (2012), and Derewianka and Jones (2012)
No Report Genres Generic Structure
1 Descriptive Report Classification ^ Description
2 Classifying Report Classification ^ Types
3 Compositional Report Classification ^ Components
4 Comparative Report Classification ^ Description
Genres of History are primarily to record historical events and entities by chronicling
their episodes and their features based on particular standpoints.
Table 3. Analysis Framework of History Genres and the Generic Structure Adopted from Coffin
(1997; 2006), Christie and Derewianka (2010), and (Derewianka and Jones, 2012)
No History Genres Generic Structure
1 Historical Recount Background ^ Record of Events ^ (Deduction)
2 Historical Account Background ^ Account Sequence ^ (Deduction)
3 Historical Report Identification ^ Descriptions
4 Historical Site Studies Site Identification ^ Site Descriptions
5 Period Studies Period Identification ^ Period Descriptions
6 Biography Person Identification ^ Episodes ^ (Evaluation)
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Genres of Argument are mainly to persuade the readers that something is an issue by
arguing for or against the case.
Table 4. Analysis Framework of Argument Genres and the Generic Structures Adopted from
Coffin (1997; 2006), and Christie and Derewianka (2010)
No Argument Genres Generic Structure
1 Exposition (Background) ^Thesis ^ Arguments ^ Reinforcement of thesis
2 Discussion (Background) ^ Issues ^ Perspectives ^ Position.
3 Challenge genre Challenged Position ^ Rebuttal Argument ^ Antithesis
Genres of Response are mainly to interpret and evaluate other texts.

Table 5. Analysis Framework of Response Genres and the Generic Structures Adopted from
Christie and Derewianka (2010)
No Response Genres Generic Structure
1 Personal Response Response ^ Observation
2 Review Context ^ Text Description ^ Text Judgement
3 Character Analysis Character Presentation ^ Character Description ^ Character Judgement
4 Thematic Interpretation Theme Identification ^ Element Evaluation ^ Theme Reaffirmation
The analysis procedure used in this present study was adopted from the steps to do text
deconstruction in the modelling phase used by several Sydney School scholars in the genre
pedagogy (Derewianka, 1990; Derewianka & Jones, 2012). The whole sections of the two
textbooks were analyzed. The analysis was carried out in three steps: 1) reading every sentence
and paragraph to conceive their meaning, 2) understanding the function expressed by each
sentence(s) or paragraph(s) and labelling the function with the appropriate stage according to the
models of the genre which were incorporated as the analysis framework, and 3) comprehending
how the structure was developed from one stage to another, which eventually made up an overall
organized text and presented a particular kind of genre. At this step, the analysis can be done
back and forth (Personal communication with David Rose, 2017).
Reliability of the Analysis
Reliability of the analysis was carried out through confirming the coding rubrics assisted by the
second coder who independently coded the same texts. The coder was an SFL professor in
Universitas Negeri Medan, North Sumatra, Indonesia who has been working on SFL for 30
years. Both of the coders sat together to check the coding rubrics. Many rubrics were similar yet
a few discrepancies also happened between the coders. During the checking, discussion was
inevitable which could be considered as a very interesting step in this process. The discussion
dealt with any potential reasons why the coding discrepancies across the coders happened, the
ambiguity of the language and its limitedness as the resources of making meaning, the variety
and the complexity of the structure of the genres which were very closely related to the structure
of knowledge presented, and other issues either linguistic or non-linguistic related to the
analysis. In the end, the coding rubrics were calculated by using percent agreement. Percent
agreement represents the number of coding agreement between two different coders who
analyzed 68 sections of the entire textbooks, and was divided by the total number of the coding.
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The percent agreement in this study was split into two: one on the genre level and the other one
on the stage level. Finally, the percent agreement on genre classification (genre level) in the main
corpus was 88.5%. Also, the percent agreement on the generic structure analysis (stage level)
was 88.7%. Orwin (1994) claimed that more than 75% of reliability is excellent. Therefore, the
given number, which was higher than 75%, was considered sufficiently reliable in this present
research. Moreover, in order to support any claims drawn, explanations constructed, and
descriptions presented surrounding the generated findings of the genres and their structures
within the two university textbooks of Economics and Islamic Economics, a discourse-based
interview was carried out as one of instruments to improve the reliability of the present research.
One Economics specialist informant was interviewed. The specialist was selected because he
recommended the two textbooks to be data of the present research. More importantly, he used
the textbooks to teach both Economics and Islamic Economics subjects and has more than 20
years of teaching experience in Department of Islamic Economics, UIN-SU, Indonesia.
Results and Discussion

Research Question 1: What are the genres and their generic structures in the English language
textbook of Economics used by Indonesian students in the State Islamic University of North
Sumatera (UIN-SU), Indonesia?
Table 6 identifies 15 types of genre along with their generic structures found in the
English Language textbook of Economics which have also been recognized in the analysis
frameworks. The stages in the brackets are to show that they are optional. The number in the
total column is to show the frequency of occurrences of any given genre within the analyzed
passages of the textbooks.
Table 6. Existing Genres and their Generic Structures Found in the Economics Textbook
No. Genres Generic Structures Total %
1 Causal Explanation Phenomenon Identification ^ Explanations 89 23
2 Conditional Explanation Phenomenon Identification ^ Conditions 60 15.5
3 Descriptive Report Classification ^ Descriptions 58 15
4 Consequential Explanation Input ^ Consequences ^ (Reinforcement of 34 9
Consequences)
5 Exposition (Background) ^ Thesis ^ Arguments ^ (Reinforcement 25 6.5
of Thesis)
6 Discussion Background ^ Issue ^ Perspectives 18 5
7 Factorial Explanation Phenomenon Identification ^ Factors 16 4.1
8 Classifying Report Classification ^ Types 16 4.1
9 Comparative Report Classification ^ Descriptions 13 3.4
10 Theoretical Explanation Statement of Theory ^ Elaborations 11 3
11 Challenge Challenged Position ^ Rebuttal Arguments ^ Anti-thesis 5 1.3
12 Compositional Report Classification ^ Components 3 1
13 Sequential Explanation Phenomenon Identification ^ Explanations 1 0.3
14 Systemic Explanation Phenomenon Identification ^ Explanations 1 0.3
15 Historical Account Background ^ Account Sequence ^ Deduction 1 0.3
Table 7 shows two new genres found in the Economics along with their potential
structures. They are considered new because the purposes of the texts are quite or entirely
different from those presented in the analysis frameworks. Therefore, they are considered
unknown in the existing frameworks. The unfolded structures of the new genres can consist of
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both compulsory and optional stages but not limited to the ones presented in Table 7. Therefore,
the structures are considered potential. The stages inside the brackets refer to the optional ones.
Table 7. New Genres and Their Potential Structures Found in the English Language Textbook of
Economics
No Genres Potential Structures Total %
1 Preview Background ^ Overviews ^ Previewing Details 19 5
2 Responsive Explanation Phenomenon Identification ^ (Explanation) ^ Responses 17 4.4
Preview genre is to give the readers a general view of the present chapter which is about
to be in coverage. The genre is always found in the opening section of the textbook chapters.
However, it does not always appear in every chapter. This genre usually moves through three
key stages: Background, Overview, and Previewing Details. Background stage is frequently
found in the beginning paragraph to start the current chapter. This contextual stage is to give the
readers common sense, factual or historical information rather than the interpretive one toward
the key theme(s) which are about to be put in focus in the current chapter. It usually mentions
theme-related things which people daily encounter in their real life. The following excerpt
exemplifies the backgrounding paragraph.
You walk into a bookstore to buy a book to read during your next vacation. On the store’s
shelves you find a Sue Grafton mystery, a Stephen King thriller, a Danielle Steel
romance, a David McCullough history, and many other choices. When you pick out a
book and buy it, what kind of market are you participating in? (EC16S1).
E = Economics C= Chapter S= Section
Overview stage is to provide general and brief summary of the last adjacent chapter(s) which are
considered related to the main themes of the current chapter. This middle stage is regarded
optional because in the corpus, it is not always found. Its existence perhaps can be grammatically
signaled by the use of simple past or present perfect and the wordings that are presented in the
following excerpts.
The focus of the preceding two chapters has been scientific. We have seen how supply
and demand…(EC6S1). We began our study of taxes in Chapter 6. There we saw how a
tax on good effects its price….…(EC8S1).
Previewing Details stage, although, is in the last part of the genre, it is the crucial one. Thus, its
existence is considered obligatory and its emergence is usually recurrent. This stage usually uses
simple past or present perfect and several wordings but may not be limited to those presented in
the following excerpts.
This chapter offers our first look at policy (EC6S1). In this chapter, we take up the topic
(EC7S1).
At a glance, Responsive Explanation looks identical to genre of Causal Explanation in the

given framework (Veel, 1997). However, this genre is proposed to be different because it
indicates that there are situations that have a particular tendency to be considered as problem.
Because the phenomena raise a particular concern, they require any responses in order to handle,
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reduce, or solve them. This genre usually moves through three stages: Phenomenon
Identification, Explanation, and Response. Phenomenon Identification introduces a problematic
phenomenon which needs to be concerned. This stage usually addresses difficulty, obstacle or
any matter regarded as problem, prior to the introduction of the problem; any particular
contextual information can also be given. The concept of Problem can be signaled by any
possible lexical items: problem, failure, threat, etc. The given excerpt show how problematic
phenomenon is introduced.
Roads can be either public goods or common resources. If a road is not congested, then
one person’s use does not affect anyone else. In this case, use is not rival in consumption,
and the road is a public good. Yet if a road is congested, then use of that road yields a
negative externality. When one person drives on the road, it becomes more crowded, and
other people must drive more slowly. In this case, the road is a common resource.
(EC11S11)
The Explanation stage can be considered optional and looks similar with the explanation
in Causal Explanation. This stage has to be considered logically connected to the Response stage
which comes afterward. It reveals the economic reason of why or how the problem occurs.
Therefore, this stage is presented on the basis of cause and effect. The given explanation may
reflect the responses which are about to be presented as the proper solution to the phenomenon.
In this case, the Response stage which follows has a logical basis from the Explanation stage.
The following Response paragraph is presented to clearly show how a solution is given to
respond the problem in the above phenomenon.
One way for the government to address the problem of road congestion is to charge
drivers a toll. A toll is, in essence, a corrective tax on the externality of congestion.
Sometimes, as in the case of local roads, tolls are not a practical solution because the cost
of collecting them is too high. But the city of London has found increasing tolls to be a
very effective way to reduce congestion, and as the accompanying. In the News box
discusses, a similar plan is being considered for New York City. (EC11S11)
The recommended response toward the problematic phenomena can be either partially or
completely based on the given explanation of why or how the phenomena happen. To some
extent, the given response may not be necessarily effective to solve the phenomena. Therefore,
another response can follow. Thus, this stage can be recurrent depends on how effective or
efficient the given response is to solve the problematic phenomena.
Research Question 2: What are the genres and their generic structures in the English
language textbook of Islamic Economics used by Indonesian students in the State Islamic
University of North Sumatera (UIN-SU), Indonesia?
Table 8 sums up 19 types of genre along with their most commonly stages found in the
Islamic Economic textbook which have been well recognized in the analysis frameworks.
Table 8. Existing Genres and their Generic Structures Found in the Islamic Economics Textbook
No. Genres Generic Structures Total %
1 Descriptive Report Classification ^ Descriptions 46 15.3
2 Factorial Explanation Phenomenon Identification ^ Factors 27 9
9
3 Biography Person Identification ^ Episodes ^ (Evaluation) 27 9

4 Classifying Report Classification ^ Types 25 8.3
5 Exposition (Background) ^ Thesis ^ Arguments ^ Reinforcement of 25 8.3
Thesis
6 Historical Report Identification ^ Descriptions 24 8
7 Book Review Book Identification ^ Context ^ Text Descriptions ^ Text 18 6
Judgement
8 Consequential Explanation Input ^ Consequences 11 3.6
9 Historical Recount Background ^ Record of Events ^ (Deduction) 10 3.3
10 Historical Account Background ^ Account Sequence ^ (Deduction) 10 3.3
11 Conditional Explanation Phenomenon Identification ^ Conditions 10 3.3
12 Discussion (Background) ^ Issue ^ Perspectives 7 2.3
13 Period Studies Period Identification ^ Period Descriptions 6 2
14 Challenge Challenged Position ^ Rebuttal Arguments ^ Anti-thesis 6 2
15 Causal Explanation Phenomenon Identification ^ Explanations 5 1.7
16 Compositional Report Classification ^ Components 3 1
17 Comparative Report Classification ^ Descriptions 3 1
18 Theoretical Explanation Statement of Theory ^ Elaborations 2 0.7
19 Historical Site Studies Site Identification ^ Site Descriptions 1 0.3
The listed genres in Table 9 are considered new due to the unfolded purposes of the texts
are found to be quite or entirely different from those presented in the analysis frameworks. The
structures unfolded within the new genres are considered potential because they can consist of
both compulsory and optional stages but might not be limited to the presented ones. The stages
with the brackets refer to the optional ones.
Table 9. New Genres and Their Potential Structures Found in the Islamic Economics Textbook
No. Genres Potential Structures Total %
1 Historical Categorizing Report (Background) ^ Categorization ^ Categories ^ 18 6
(Deduction/Conclusion)
2 Historical Movement Studies (Background) ^ Movement Identification ^ 7 2.3
Movement Descriptions ^ Evaluation
3 Compositional Historical Period (Background) ^ Period Division ^ Periods 4 1.3
Studies
4 Gradual Explanation (Background) ^ Phenomenon Identification ^ Grades 3 1
5 Historical Comparative Report Categorization ^ Comparisons 2 0.7
6 Compositional Historical Site Site Division ^ Site Elements 2 0.7
Studies
Research Questions 3: What are the similarities and differences of the genres and their
generic structures used in the English Language textbooks of Economics and those of Islamic
Economics?
Table 10 reports that the genres unfolded within the two textbooks under major discipline
of Economics do not only possess similarities but also differences.
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Table 10. Comparison and Contrast of the Overall Genres Found in both of the English
Language Textbook of Economics and that of Islamic Economics
No. Genres Economics Islamic Economics
Textbook Textbook
1 Causal Explanation V V
2 Conditional Explanation V V
3 Descriptive Report V V
4 Consequential Explanation V V
5 Exposition V V
6 Preview V X
7 Discussion V V
8 Responsive Explanation V X
9 Factorial Explanation V V
10 Classifying Report V V
11 Comparative Report V V
12 Theoretical Explanation V V
13 Challenge V V
14 Compositional Report V V
15 Sequential Explanation V V
16 Systemic Explanation V X
17 Historical Account V V
18 Book Review X V
19 Biography X V
20 Historical Report X V
21 Historical Categorizing Report X V
22 Historical Movement Studies X V
23 Period Studies X V
24 Compositional Historical Period Studies X V
25 Gradual Explanation X V
26 Historical Comparative Report X V
27 Compositional Historical Site Studies X V
28 Historical Site Studies X V
V= available
X= not available
The commonalities between the two textbooks can be summed up in several aspects.
First, the genres of Report are quite frequently used. Table 10 shows that Descriptive Report
genre is found to be quite favored within both of the textbooks. The dominance of this genre in
both Economics agrees with the Sydney School’s claim that Report genres are the major genres
in science textbooks (Martin, 1990, & Shea, 1988 cited in Veel, 1997). The interviewed
Economics specialist informant confirmed the finding of this group of classifying-oriented genre
(Descriptive Report, Classifying Report, Compositional Report, and Comparative Report) that it
is of great importance for students to know about the epistemes of the field and what subject
matters that they need to pay attention to in their Economics training. Students need to
understand the given field matters and concepts, such as price, cost, production, labour, supply,
and demand before they put the countless goods that they meet everywhere in their daily life into
necessary classifications and descriptions. Those goods are very ordinary which include what
they eat, drink, wear, watch, ride, and many else. Their very important task is to turn those very
ordinary goods into economics-loaded entities. So, the way how they perceive the ice cream that
they buy, the tv shows that they watch, and any goods and services that they consume on daily
basis are no longer identical to that of laymen. At this extent, they become well-informed and
thoughtful persons of economy. This finding is also supported by Samuel (1990) that language is
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utilized by Economics scholars for the purpose of describing the economies. Therefore,
regardless of the difference in ideological orientation or disciplinary resources of the two
Economics, they are considered similar since they belong to the same discipline of Economics
and is also under social sciences.
Second, the genres of Argument seem to be quite preferred in both of the textbooks with
similar percentage, 12-13 %. Quite surprisingly, based on Table 6 and Table 8, Exposition genre
has identical number of occurrences within the two Economics. The interviewed Economics
specialist confirmed that the revealed findings of the presence of Exposition as well as the other
Argument genres in Economics discourse are not surprising because since the birth of the
discipline, economics ideas and theories per se are constantly proven, disproven, and revised.
Therefore, this present study can conclude that these Argument genres could be important and
effective linguistic resources to exhibit that the given ideas and theories are proven to be true or
otherwise, and also what challenges and dialectical struggles that the ideas suffer, particularly to
the Economics novice, the undergraduate readers of the book. The existence of this group of
Argument genres (Exposition, Discussion, and Challenge) in both textbooks might also to
indicate that they emphasize the importance of being critical. The notion of being critical can be
referred to as not necessarily accepting any information or fact provided by the resources without
verifying or examining its falsifiability, accuracy, or reliability. Paul and Elder (2006) mention
that critical readers constantly open their minds and evaluate the relevant information. Thus, it is
crucial for the students to adopt this critical way as an important technique in reading. Not
surprisingly, the interviewed specialist informant confirmed that being critical is actually
prerequisite to be university student.
Thirdly, within the two textbooks, several extra stages are found and scattered around and
across the genres. These new stages can be considered new and optional in many cases of
occurrence since they are not or barely not recognized in the analysis frameworks. Table 11 lists
the whole extra stages along with their functions. All of the stages, except Background, are found
as the last ones to put the genres to an end.
Table 11. Extra Stages Found Across the Genres and their Functions within the Textbooks of
Economics and Islamic Economics
No. Stages Function Excerpts Note
1 Background To give factual, contextual Al “Scarface” Capone, the notorious Taken from
information, such as 1920s gangster and crime boss, was never genre of
common-sense knowledge, convicted for his many violent crimes. Preview
historical information Yet eventually, he did go to jail—for tax (EC12S1)
which could be ideological, evasion. He had neglected to heed Ben
logical, etc. Franklin’s observation that “in this world
nothing is certain but death and taxes.
2 Evaluation To assess how effective, Although these alternative policies are Taken from
clear, the given ideas, often better than price controls, they are Challenge
choices, claims, variables, not perfect. Rent and wage subsidies cost genre
described points, the government money and, therefore, (EC6S8)
phenomena, etc. The require higher taxes. As we see in the
assessment can be positive next section, taxation has costs of its own.
or negative, or both.
3 Significance To show the importance of Despite the political disturbances in the Period
the given phenomena, Islamic empire, particularly during the Studies
12
persons, theories, last phase of the Abbasid regime, the (IEC4S2)

assumptions, etc. period witnessed much progress in
education, science, culture, and economic
development as shown below.
4 Reinforcement To emphasize the The argument boils down into that while Discussion
effectiveness of the factors, Islamic economists and Sharì’ah scholars genre
phenomena, etc. accept mutual and cooperative forms of (IEC9S13)
insurance, they are divided on profitable
insurance: some accept it with caution,
and others admonish it with rebuke. But
both groups have one thing in mind: the
interest of the insured.
5 Implication To present any potential The administration of both Zakah and Descriptive
consequences that could Kharaj would have had several Report
happen in the future. implications on compliance costs, the (IEC5S21)
administrative burden, and the net benefit
of the tax. In the absence of the state
discretion with regard to the tax rate or
base, the net revenue of tax can be
increased by minimising administrative
costs and potential waste of revenue
through efficiency; hence, maximising the
tax net revenue.
6 Summary To sum up or briefly To sum up, it might fair to say that Conditional
restate the given Muslim writers on Islamic economics, Explanation
explanations, descriptions, who were the Ulama’ of the day, mostly (IEC6S7)
ideas, etc. judges and jurists, were too preoccupied
by several factors to give the Islamic
economic literature a further impetus
during that period. These factors were
mainly the consolidation of coherent
schools of religious sects and the need to
respond to them, the novelty of the Greek
philosophy and the curious desire to
explore it and react to it Islamically, and
the exogenous military aggression of the
neighbouring forces.
7 Conclusion To withdraw important In the end, the firm adjusts its level of Conditional
lessons from the given production until the quantity reaches Explanation
explanations, ideas, QMAX, at which marginal revenue (EC15S5)
descriptions, etc. equals marginal cost. Thus, the
monopolist’s profit maximizing quantity
of output is determined by the
intersection of the marginal-revenue
curve and the marginal-cost curve. In
Figure 4, this intersection occurs at point
A.
8 Deduction To give significant The expansion of the Islamic state, or the Historical
meaning by withdrawing empire as it might be called, brought with Recount
the historical importance of it changes in Islamic society that (IEC3S6)
key events in relation to necessitated a fresh outlook in dealing
how the events with economic issues. The contribution of
significantly affected other the second caliph in this respect was
events or their surrounding particularly admirable.
areas.
IE = Economics C= Chapter S= Section
13
Although the two textbooks from which the genres unfolded are under the same
discipline of Economics, they turn out to have several discrepancies. First, in the Islamic
Economics, the most dominant genre, as presented in Table 8, is History genres with more than
one third of the overall genres unfolded. The dominance of these genres can be understood
because the textbook under the analytical deconstruction contains historical features, such as the
purposes, perspectives, chronicles of the events, etc. The key purpose of this textbook is clearly
stated by the authors in the preface section. El-Ashker and Wilson (2006) mention that
This study intends to link the past with the present, in preparation for the future. The remit covers
the development of Muslim economic thought from the emergence of Islam, long before
economics became a separate discipline. Concern with economic issues predates the development
of the analytical tools associated with contemporary economics, and these concerns were evident
in the writings of the early Muslim jurists. (p.xi)
This historical approach in studying Economics on the basis of Islamic ideology could be
explained in relation to Foucault’s approach (1972) in his influential ideas of the archaeology of
knowledge. Through the archaeological approach, the authors of the present textbook seem to
attempt to investigate and disclose the discursive formations of the objects of the Islamic
Economics and also present to the readers the comparison or the changes of the way the given
Economics concepts were treated and defined within the field from one historical period to
another. For example, the distribution of Ghanimah (the conquered lands) was differently treated
from his predecessor (the Prophet) during the period of Caliph Umar. This is one of Caliph
Umar’s many breakthroughs. His originality in Economic thinking led him to be known as an
innovator Caliph (leader).
Contrarily, Explanation genres are the most dominant ones in the Economics textbook.
Their dominance may show they are central important tools to account for the results of constant
observations, investigations, and analyses of the key events (Field) by the economists through
written language (Mode). The economic events under scrutiny are unfolded in order to figure out
how and why the events happened. These genres are also found in the Islamic Economics one.
Although the genres, as shown in Table 8, are not the dominant ones in the present Islamic
Economics textbook, they are not the least one either. Their occurrence made up approximately
one fifth of the total genres.
One genre under Explanation genre family is proposed to be new: Gradual Explanation.
This genre may generally look the same as Cyclical Explanation (Derewianka and Jones, 2012).
However, it has a distinctive parameter that its key purpose is quite different from the latter. It is
to explain particular phenomena that happened in linear and gradual mechanism rather than the
cyclical one since the phenomena have encountered a particular escalation. This genre can be
constructed through two key stages: Phenomenon Identification and Grade. Phenomenon
Identification introduces a particular phenomenon and outline how the phenomenon about to be
explained through several gradual phases. The phases are then explained through the next stage:
Grade. The idea of gradual here is understood when the current stage (Grade 1) is denied or
changed because the given entity takes another form in the next stage (Grade 2). This middle
stage has to repeatedly emerge in the text.
The occurrence of the newly derived Explanation, Gradual Explanation, is considered as
the result of the nature of the ideological texts (Al-Qur’an) which were revealed gradually over
period of about 23 years, since 609 CE until 632 CE to the Prophet, Muhammad, who was the
14
last messenger to his people in Arab land. The interviewed specialist informed that those
ideological texts serving as a fundamental source of Islamic law were revealed due to various
reasons (asbabun nuzul). Many times, the texts were revealed as answers of the inquiries put
forwarded to the Prophet by his disciples, fellows, and people of Mecca (Makkah). The reasons
could serve as contexts which have to be understood to gain a proper understanding of the given
texts. Although the time when the ideological texts were revealed was long behind these present
days, the specialist informant added that the contexts of the texts can be still transferrable to the
present time. Then, it can be said that the ideological texts are relevant to be read, understood,
and believed as crucial guidance for humankind’s actions, behaviors, and traditions in these
modern days. Thus, the presence of this genre family within the Islamic Economics could
indicate that this genre family is also necessary in Islamic Economics discourse. The occurrence
of the genres in both the textbooks seems connected to Parkin (1998) who stated that the main
task of the discipline and all Economics scholars is to understand how economic world works.
Okasha (2002) also claimed that to “explain how the world works” is indeed the key purpose of
science.
Second, several new genres under History genres are found in the Islamic Economics
textbook. Based on Table 9, there are six newly derived History genres: Historical Categorizing
Report, Historical Movement Studies, Compositional Historical Period Studies, Historical
Comparative Report, and Compositional Historical Site Studies. As presented in Table 8, almost
one third of the History genres are the new ones. Their derivation from the existing ones in the
analysis frameworks might strongly indicate the complexity and the width of knowledge, ideas,
themes and the subject matters, etc. within the discipline under investigation in higher education
which is not or less found in the lower educational levels, such as primary and secondary
education in which the analysis frameworks of the present study are used and derived from.
On the other hand, based on Table 7, there is not any new History genre found in its
counterpart yet one new Explanation genre emerges: Responsive Explanation. Its emergence
seems to show students of Economics how critical thinking is practiced since the genre is
problem-solving oriented. The interviewed Economics specialist confirmed that this problem-
solving pattern is also recognized in Management. PDCA (Plan, Do, Check, Act) is one crucial
approach in problem solving. To identify and characterize risks are the initial step, Plan, in the
risk management. Risks can be referred to as uncertain situations or events which cause
disadvantages. This step turns out to be identical to the first stage in this genre: Phenomenon
Identification where problems and threats (congested roads, the land grazing, the excessive
fishing and whaling, and the elephants hunting for their ivories, etc.) are identified and
introduced to the readers. The interviewed specialist continued that after the problems are
identified, the sources or the key causes of the problems have also to be investigated. The next
stage, Explanation, could be important step involved in the Plan. Based on the above
explanations, this newly derived genre could be concluded as an important genre in both
Economics and Management Science because it has ability to present problem solving features
(Field) through written language (Mode).
Thirdly, Book Review, as presented in Table 10, is one typical Response genre and turns
out to be found in the Islamic Economics alone. The existence of the reviewed important
literature of Islamic Economics (through Book Review) along with the authors (in the Biography
genre) in the given historical time long before the birth of its counterpart, modern Economic
15
Science in 18th century, seems to be an indicator of the great novelty of the ideas of Islamic
Economics scholars who had preempted the modern economic thoughts which come later (El-
Ashker & Wilson, 2006). The authors of the textbook describe the Economics concepts, such as
production, specialization, cooperation, money through historical approach by reviewing the
works of the past scholars. The reviews of the scholars’ works are simply a part of the big
account of the Islamic history. These scholars were selected by the authors for their importance
and contributions, such as Abu Yusuf (public finance) and Al-Shaibani (earnings). Therefore,
this could indicate that one of the functions of this textbook is to serve as secondary resource
within the Islamic Economics pedagogy. However, the interviewed Economics specialist
informant emphasized that it is important for Economics students to read not only the secondary
recourses but also the primary ones. If the students simply rely on the secondary resources in
their learning, the knowledge gained by the students about any subject matters and their
theoretical development will not be sufficient. On the other hand, in its counterpart, the author of
the Economics describes the economic concepts, principles, assumptions, and theories, through a
first-hand account rather than a second-hand one which perhaps causes Response genre to be
absent in the present Economics textbook. Cases, choices, and examples are explained on causal
basis through Explanation genres immediately by the author. Thus, the Economics can be
considered as a direct source both for teachers and students within the Economics pedagogy.
The difference of the two Economics can be considered due to discrepancy of ideological
orientation governing the discipline, disciplinary resources from which the field originates, and
also the agreed principles among the scientific community members. On the other hand, the
similarities of the two Economics textbooks are due to the common subject matters which have
drawn Islamic scholars’ attention since the birth of Islam until the golden period of Islam before
its counterpart, the modern Economic science, was born. The Islamic practices on the basis of
Islamic law (Qur’an and Hadith) begun before Islamic Economics came into existence as a
discipline.
Conclusion
This present research was to deconstruct the structure of the texts within two textbooks of
Economics and Islamic Economics in order to classify types of the genres and configure generic
or potential structures of the genres. Based on the five main genre frameworks adopted from
SFL: Explanation, Report, History, Argument, and Response genre families, the analysis results
showed that 17 types of genre including two new ones under four main genre families were
unfolded. Explanation genres were found to be the most dominant ones in the Economics one
followed by Report, Argument, and History genres, consecutively. On the other hand, 25 types
of genre including 6 new ones under five genre families were identified within the Islamic
Economics textbook where History genres were the most dominant genre family followed by
Report, Explanation, Argument, and Response genres, consecutively. The similarities between
the two textbooks are in terms of the presence of Report and Argument genre families. In the
stage level, several new but optional stages were found in both of the Economics across the
unfolded genres. On the other hand, the discrepancies between them are in terms of the presence
or absence of the three main genre families: History, Explanation, and Response. Within the
Islamic Economics, History genres were the most dominant one whereas within the Economics
one, Explanation genres were the most dominant one. The Response genres were found in the
Islamic Economics alone. Both the Economics and Islamic Economics textbooks have a lot of
16
common economic issues since those issues had actually been the main concerns of Economics
scholars along with the birth of societies where any economic activities had happened. Yet, one
of the fundamental differences between the two sub-Economics fields: Economics and Islamic
Economics is the way how those issues should be responded on the basis of ideological
orientation, paradigms of the discipline, or the agreed principles. To Islamic Economics scholars
per se, the complexity of the economic issues is very crucial in terms of how they have to be
responded strictly following the Islamic Law presented in the historical ideological texts (Qur’an
and Hadith) as the foundation of Islamic Economics (El-Ashker & Wilson, 2006) since particular
issues can be increasingly complex across the time. Besides, many economic issues, which did
not exist during the periods of the Prophet and the Four Caliphs (the key historical periods) turn
out to occur in the modern time.
The variety of the genres shown in the findings is logical consequence of the width and
variety of the subject matters (field) within both the Economics and Islamic Economics that
students will encounter and read during their training. Therefore, they need to be taught about the
genres along with the structures before they read any Economics texts presenting the subject
matters in order that their formal schema (background knowledge of the genre) can facilitate
their reading comprehension (Uso-Juan & Flor, 2006; Leon & Carretero, 1995).
Acknowledgement
This research was funded by Suranaree University of Technology, Thailand through SUT-
ASEAN Scholarship of Batch 2014.
About the Authors

Ahmad Amin Dalimunte: a PhD student in English Language Studies at Suranaree University of
Technology, Thailand. Recently, he has completed his PhD dissertation. His research interests
include discourse analysis, genre analysis, language planning, and language policy. In Indonesia,
he is an English teacher at Universitas Islam Negeri Sumatera Utara (UIN-SU).
Issra Promoolsook: an assistant professor in applied linguistics and English language teaching at
Suranaree University of Technology, Thailand. His research interests include genre and
disciplinary discourse analysis and writing for academic and professional purposes.
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Genres Classification and Generic Structures in The English Language Textbooks of Economics and Islamic Economics in An Indonesian University

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LEARN Journal : Language Education and Acquisition Research Network Journal, Volume 13, Issue 1, January 2020

Genres Classification and Generic Structures in

Ahmad Amin Dalimunte

Keywords: genre classification, generic structure, SFL, textbook, Islamic economics

Analysis Frameworks and Procedures

Genres of Response are mainly to interpret and evaluate other texts.

Results and Discussion

E = Economics C= Chapter S= Section

At a glance, Responsive Explanation looks identical to genre of Causal Explanation in the

3 Biography Person Identification ^ Episodes ^ (Evaluation) 27 9

persons, theories, last phase of the Abbasid regime, the (IEC4S2)

About the Authors

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